Learning Styles Analysis

 



As students develop, they have genetic and environmental factors that play a role in their development and learning styles.  These play a large role in determining the most effective ways in which they can learn academic content. “The best academic outcomes for children, according to a seminal article by Diamond (2010), can be achieved most efficiently and cost-effectively through addressing children’s social, emotional, and physical development, as well as academic skills” (Davies et. al, 2016).  With the three students I had complete the learning inventory, I have one EL student who had a very high score in visual learning. This is an example of their learning styles being connected to their non-cognitive skills. “These visual tools help ELLs grasp new ideas, access previous knowledge and gain confidence in using the new language (English)” (Why are visual tools important…, 2023).  EL students benefit greatly from visual support to build vocabulary, and as a result, her learning style is visual. Determining the learning styles of students is important in creating learning opportunities that will be most effective.

As an educator, it is important to determine which ways your students will learn in the most effective way. Students may have had personal experiences or genetic factors that have influenced these styles; however, we can use this information to guide students where they need to go. “A child's genetic background will influence their ability to learn, but good educational experiences can enhance these abilities” (Cherry, 2019).  I would use the information from these students to create small group interventions that would cater to their learning styles. For example, student A is a kinesthetic learner that struggles in all academic areas, is below the 5th percentile, and has ADHD. However, in small groups, when I use hands on manipulatives to make groups for multiplication, he is able to remain engaged and focused on the task at hand.  With my visual learners, which include student B and C, I can provide picture or visual support with new vocabulary. For example, we are currently learning about crayfish structures and we have actual crayfish. I have also provided a diagram for them to see with the parts labeled. This allows them to process the information being provided, rather than simply throwing crayfish structure names at them to write down in a notebook.  Finally, there were no students that were auditory learners out of the three; however, reading text aloud or having them listen to texts on the computer is a support that would be beneficial to these students.

In order to determine the needs of students, I would use the information from the learning style inventory, student interest surveys, utilize assessment data, such as AIMSweb and MAPS, and use observations.  All of this information compiled together can allow teachers to create well-rounded lessons and interventions that meet the needs of students. For example, when students are struggling with phonemic awareness, I pull a small group and work on their gaps to help them increase their skills.  It is also important to get to know students as individuals when trying to create lessons.  Using information like video games or sports within lessons will also create engagement for students and make lessons more meaningful.  It is essential that we build a rapport and community within our classrooms where students feel safe, heard, and valued. When this happens, learning will take place.

To address all learning styles, I have to create lessons that appeal to all learning styles as much as possible. For example, in a math lesson on fractions, I provide visuals for them to see the fraction, fraction tiles for them to manipulate, and auditory “visual learning” clips that come with the Envisions curriculum that reinforce what I’m teaching.  All of these components reach all learners at some point during the lesson. This is not always possible when it comes to assessments or specific things that are being done. However, an effective lesson will almost always incorporate components that appeal to each learning style.  

References:

Cherry, K. (2019, August 18). How different experiences influence a child's development. Verywell Mind. Retrieved April 21, 2023, from https://www.verywellmind.com/experience-and-development-2795113

Davies, S., Janus, M., Duku, E., & Gaskin, A. (2016). Using the Early Development Instrument

to examine cognitive and non-cognitive school readiness and elementary student achievement. Early Childhood Research Quarterly, 35, 63–75. https://doi.org/10.1016/j.ecresq.2015.10.002

Why are visual tools important for helping ell students learn English? Southeastern Oklahoma State University. (2021, December 21). Retrieved April 26, 2023, from https://online.se.edu/articles/education/help-ell-students-learn-english.aspx

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